This essay brings to light new evidence about the relationship between revision and reflective writing in the first-year writing classroom. Based on a robust study of student work, we illuminate a variety of complex relationships between the writing knowledge that students articulate in their reflections--including how they narrate their course…

The authors--drawing on their varied experiences as authors and publishers of a journal and several book series--provide a historical review and consideration of peer review in publishing. They find that scholarly peer review, from the question of signed reviews to the practices of digital publications, is in the midst of change, but that at the…

In this article we propose, theorize, demonstrate, and report early results from a course that approaches first-year composition as introduction to Writing Studies. This pedagogy explicitly recognizes the impossibility of teaching a universal academic discourse and rejects that as a goal for first-year composition. It seeks instead to improve…

Argues that comparing developments in the process approach to writing and the design methods movement sheds light on the evolution and future direction of the writing paradigm. Argues that sensitivity to the variety of writing tasks and social contexts is more effective than a single amorphous model. (RS)

Examines the work of Janet Emig, particularly "The Composing Processes of Twelfth Graders," as a means of gaining historical insight into the process movement in writing today. (TB)

Suggests that university computer labs offer the advantages of decentralizing instruction and drawing attention to students' writing. Notes that, although labs require money and instructional space, the benefits outweigh the limitations. Argues that, once a collaborative atmosphere is established and word processing is practiced, students can…

Examines the way that value mediates the construction of meaning, how the active processes of constructing meaning are molded around value. Explores how a description of the writing process in terms of value might inform classroom practice--how it might affect teacher perceptions of what students are doing in their writing and how teachers comment…

Contrasts a recent collection of "best" student essays with a report reviewing a 1929 test in English that was used for making college admissions decisions. Concludes that writing teachers have been as much or more interested in who they want their students to be as in what they want their students to write. (RS)